اثر رهبری تأملی بر اثربخشی مدرسه با نقش‌های میانجی گرایش به یادگیری مادام‌العمر و خوش‌بینی تحصیلی معلمان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 گروه علوم تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه سیستان و بلوچستان، زاهدان، ایران

2 گروه علوم تربیتی، دانشکده علوم تربیتی و روانشناسی، دانشگاه سیستان و بلوچستان، زاهدان، ایران

10.22098/ael.2023.11804.1184

چکیده

هدف پژوهش بررسی اثر رهبری تأملی بر اثربخشی مدرسه با نقش‌های میانجی گرایش به یادگیری مادام‌العمر و خوش بینی تحصیلی معلمان بود. روش پژوهش توصیفی-همبستگی است. جامعه آماری پژوهش کلیه معلمان نوک آباد (استان سیستان و بلوچستان) در سال تحصیلی 1401-1400 بود (307N=). به شیوه نمونه‌گیری تصادفی- طبقه‌ای تعداد 171 معلم از طریق پرسشنامه‌های رهبری تأملی، اثربخشی مدرسه، یادگیری مادام‌العمر و خوش بینی تحصیلی معلم مورد مطالعه قرار گرفت. برای تجزیه و تحلیل داده‌ها از مدل معادلات ساختاری استفاده شد. نتایج نشان داد که اثر مستقیم رهبری تأملی بر اثربخشی مدرسه مثبت و معنی‌دار است؛ همچنین اثر غیرمستقیم رهبری تأملی بر اثربخشی مدرسه با میانجی‌گری‌های گرایش به یادگیری مادام‌العمر و خوش بینی تحصیلی معلمان مثبت و معنی‌دار است. بنابراین مدیران مدارسی که برنامه‌های مدرسه را بر محور تفکر و اندیشیدن طراحی می‌کنند، معلمان را به شرکت در دوره‌های آموزش ضمن خدمت، مطالعات شخصی و تبادل تجارب با سایر همکاران ترغیب می‌کنند و باور دارند که معلمان در موفقیت و یادگیری دانش‌آموزان تأثیرگذار هستند، می‌توانند اثربخشی مدارس را بهبود ببخشند.

کلیدواژه‌ها


عنوان مقاله [English]

The Effect of Reflective Leadership on School Effectiveness with mediating of Tendency to Lifelong Learning and Teacher’s Academic Optimism

نویسندگان [English]

  • Saied Hashemineya 1
  • Naser Nastiezaie 2
1 Department of education, Faculty of education and psychology, University of Sistan and Baluchestan, Zahedan, Iran
2 Department of Education, Faculty of Education and Psychology, University of Sistan and Baluchestan, Zahedan, Iran
چکیده [English]

The purpose of this study is to investigate the effect of reflective leadership on school effectiveness with mediating of tendency to lifelong learning and teacher’s academic optimism. The research method is descriptive-correlation. The statistical population of the study was all teachers in Nookabad city (Sistan and Baluchestan province) in the academic year 2021-2022 (N=307). By stratified-stratified sampling of 171 teachers through questionnaires of reflective leadership, school effectiveness, lifelong learning and teacher’s academic optimism were studied. Structural equation modeling was used to analyze the data. The results showed that the direct effect of reflective leadership on school effectiveness is positive and significant. Also, the indirect effect of reflective leadership on school effectiveness through mediation of lifelong learning and teacher’s academic optimism is positive and significant. Therefore, school principals who design school programs based on thinking, encourage teachers to participate in In-service training courses, personal studies and exchange experiences with other colleagues, and believe that teachers are influential in the success and learning of students, they can improve the schools effectiveness.

کلیدواژه‌ها [English]

  • Reflective Leadership
  • School Effectiveness
  • Lifelong Learning
  • Academic Optimism
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